Text Complexity by: Fisher, Fry, and Lapp - My Reflection

The Common Core state standards bring new vocabulary that many teachers are

unfamiliar with.  For example, text complexity.  Before reading Text Complexity:  Rigor in
Reading, I had little knowledge about exactly what it was and what the CCSS were asking of
teachers.  After reading, I can see why it is important to know more about the language used in
the CCSS and how we as teachers can use this to enhance the learning of our students. 

             One of the big ideas that I have taken away from our conversation book club and from

reading the text is the shift away from a leveling system and a move towards challenging texts
with teacher scaffolding.  I think that there is still a place for students to read text at their
appropriate level of independence.  I think that this will provide them with success and
encouragement as a readers.  Through I agree with the CCSS about scaffolding learning through
challenging texts.  Students need to be able to develop strategies needed to read texts that are
above their level.  How better else to support this than scaffolding!   

When is scaffolding too much?  This was brought up in our book club discussion.  That if

we are spending too much time scaffolding are we killing the text?  I think that we need to
provide our students with text that are challenging but we also need to figure out the
appropriateness of the text.  We want to provide our students with a challenge yet we don’t want
them to lose interest.  Interest is a huge factor in a student wanting to read.  If students are
interested in the text they will be willing to read, despite the challenge.  I think that this is the
goal of CCSS.  Find a text that interests our students, is slightly above their level and scaffold
their learning throughout the text.  This will provide the students with meaningful reading
experiences.

            The dimension of text complexity as defined in the book with a great figure that was

brought up throughout our conversation.  This figure is a triangle and includes all dimensions of
text complexity:  qualitative, quantitative, the reader and the task.  I think that this is important to
know what impacts text complexity.  Though I like the triangle I could also see this in circles
like the figure of reading as a transaction.  I can see this more useful as a transaction model.  All
these factors working together to influence the reader and the text.  Teachers need to be aware of
what influences readers and text.
           

            I enjoyed reading this text and really enjoyed our discussion.  Having teachers from a

wide array of positions all coming together to discuss the current issue of the CCSS.  It was great
how we can simplify terms and brings them to life within the discussion of our own classrooms.   
I think that this book club/discussion should continue as the CCSS unfold within our schools and
students.  Yay for CCSS!